PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES

Abstract

Abstract This study examined the perspectives and usage of technology by Arabic language teachers' in various schools all across The United Arab Emirates. Barriers to integrating technology were closely examined. Dimensions investigated included: perspectives towards computer-related activities, perspectives towards computer-related activities, perspectives towards computer competence, perspectives towards technology and general perspectives. Arabic language teachers answered questions on electronic surveys regarding their classroom practices and personal opinions and thoughts about computers and technology. The population of teachers was divided into the following categories: 1. Age 2. Years of experience 3. Gender 4. Levels of education For the purposes of this study, more experienced is defined by general teaching experience in excess of ten years, and less experienced is defined as general teaching experience of ten years and fewer. An analysis of the data showed that teachers at different levels of education and age tend to hold very different perspectives about technology integration and that the gender of teachers had no bearing on their perspectives toward technology. Teachers from all levels of education expressed a positive perspective toward technology in some respects, including the benefits that technology can offer Arabic language instruction and student learning. Teachers across all dimensions who expressed negative perspectives towards technology integration discussed, both explicitly and implicitly, the barriers that they perceived as preventing them from having a more positive perspective. These barriers were shown to originate from within the individual teacher, as well as within their environment in the school and classroom setting. For example, many of the barriers uncovered dealt with personal issues like self-esteem related to teaching and the classroom, feelings of inadequacy surrounding teaching, etc. In testing the hypotheses of the study, hypothesis one showed that overall, teachers had positive perspectives towards technology usage. Hypothesis two revealed a P-value of less than 0.001 which means that there are differences between the perspectives and usage of technology of male and female Arabic language teacher's in the UAE, with females having more positive perspectives. The third hypothesis examined the different perspectives and usage of technology between more and less experienced Arabic language teachers in the UAE. The testing of this hypothesis reported that there are differences between the perspectives of this group of Arabic language teachers, with less experienced teachers having more positive perspectives. The fourth hypothesis regarding younger and older Arabic language teachers reported that there are indeed differences in the perspectives of these two groups towards technology, with younger teachers having a more positive perspective. Lastly, the fifth hypothesis, which dealt with teachers who have different levels of education, found that are no differences between the perspectives of Arabic language teachers with different levels of experience. There is a need for more research and resources put into the area of technology usage in Arabic language instruction across The United Arab Emirates, more support for the schools and teachers endeavoring to make technology usage in Arabic language instruction a success, more pre-and in-service training for future and current teachers, and more research into which strategies will work to combat the barriers identified in this study.